1:Topic: The historical development, uses and advantages of Virtual Labs
Interest in the use of virtual labs within science teaching contexts has escalated immensely over the years. But how did virtual labs came to be complementary to the traditional laboratories? Where was this concept conceived and developed? What necessitated the conception of this technological solution?
Lesson outcomes
You must be able to:
Search literature, scholarly articles in particular from the internet on the historical development, uses and advantages of virtual labs
Collate information into a report
Submit a power point presentation
Instructions
Join the Whats-app group named Virtual Labs created with your cell phone numbers as they appear on your registration forms. You will use this social platform as a means of communication between yourself, peers and the course instructor. You will also be sharing ideas, collaborating and receiving feedback from the instructor.
By answering the questions above (topic) you will need to search the internet for scholarly articles that can shed a light and provide deeper insights on the aforementioned topic.
Activities
1. From a variety of search engines, research on the historical development, uses and advantages of Virtual Labs
2. Write a report describing the historical development, uses and advantages of Virtual Labs
3. Make and submit power point presentation.
Upload your work in the email provided below. tshepom37@gmail.com
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner. Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging. This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model.
The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to:
provide a written report on the research topic
generate a power point presentation
Assessment is both formative, reflective and summative, the marks will count for the final portfolio of evidence (POE) mark.
1:Topic: The historical development, uses and advantages of Virtual Labs
Interest in the use of virtual labs within science teaching contexts has escalated immensely over the years. But how did virtual labs came to be complementary to the traditional laboratories? Where was this concept conceived and developed? What necessitated the conception of this technological solution?
Lesson outcomes
You must be able to:
Search literature, scholarly articles in particular from the internet on the historical development, uses and advantages of virtual labs
Collate information into a report
Submit a power point presentation
Instructions
Join the Whats-app group named Virtual Labs created with your cell phone numbers as they appear on your registration forms. You will use this social platform as a means of communication between yourself, peers and the course instructor. You will also be sharing ideas, collaborating and receiving feedback from the instructor.
By answering the questions above (topic) you will need to search the internet for scholarly articles that can shed a light and provide deeper insights on the aforementioned topic.
Activities
1. From a variety of search engines, research on the historical development, uses and advantages of Virtual Labs
2. Write a report describing the historical development, uses and advantages of Virtual Labs
3. Make and submit power point presentation.
Upload your work in the email provided below.
tshepom37@gmail.com
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner. Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging. This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model.
The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Resources
Internet
Laptop or Desktop Computer
Smart phone/ Tablet/ cellphone
Assisstive devices
Cause and effect software
Text to speech device
hyperlinks
http://news.byu.edu/releases/archive08/May/pirelli/ChemLab1.jpg
https://en.wikipedia.org/wiki/Virtual_Laboratory
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to:
Assessment is both formative, reflective and summative, the marks will count for the final portfolio of evidence (POE) mark.
Assessment Rubric Session 1 will be used.